Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be a minimum of one (1) single-spaced page to a maximum of two (2) pages in length; refer to the “Assignment Format” page for specific format requirements.
1) Explain why in a culturally diverse classroom there is sometimes a gap between a child’s early experiences and the school’s expectations.
2) How can teachers ease the discontinuity between the home and school learning that children from another culture experience?
3) What strategies can a teacher use to bridge the gap between children’s early experiences and the school’s expectations while still honoring the cultural diversity?
Different communities value their traditional practices and hold them with great admiration among people of an ethnic group, and this brings about cultural diversity. Cultural diversity is generally used to describe a society with people of different ethnicity. An ethnic group is identified through their language, mode of dressing, art as well as other traditional practices. Cultural diversity may be a blessing or a curse depending on the perspectives of the communities involved (Kottak, 2011). We can also describe cultural diversity as the quality of diverse of different cultures as opposed to a monoculture. Cultural diversity is an opportunity that needs to be embraced as one considering it can bring more benefits to the society than we may think.
Today’s children are very important to the society because they are the future of the society, and their school performance counts a lot in ensuring that they have a bright future. Thus, it is the duty of the society as a whole despite our ethnicity to aid these kids mold their future. There are many reasons or cultural factors that influence performance e of the kid. Society becomes the first teachers of the kid. Experts believe that the influence of the teacher is actually reciprocal and to some extent depends on what the children bring to class. When these kids meet in class, they learn from one another, and this influence may have a much greater impact on the overall learning of the child. At that young age, their brain is like sponges and absorbs everything around them for the first few years. Therefore, what they learn from their parents and other children in the class may have an everlasting effect on the child, and this comprises his class performances (Banks, 2013). As they grow up they have to make their own choices and learn to differentiate between good and evil; thus, they can choose their own path even at school.
The first goal of a teacher who has children from different cultures is to create a multicultural program for all his students. The main of this program should be to assist the children to recognize and appreciate their differences as well as their similarities. This program creates awareness that despite having different cultural backgrounds, people share a common trait, and this creates an opportunity for cohesion and oneness in the class. When children accept their differences at an early age, they aid in eliminating prejudice, segregation and racism. Furthermore, multicultural classes encourage corporative social skills (Banks, Diversity and citizenship education: Global perspectives. Jossey-Bass, An Imprint of Wiley., 2007). When kids become aware of their differences and similarities, they develop a unique and common way amongst themselves in which the get along very well. They start seeing things and phenomena from each other’s point of view and perspective.
For a teacher to be in a position to bridge the gap between early child experiences and school performance they need to understand cultures of other children through honoring work both from home or school. Campaigning for the spirit of collectiveness rather than individualism is the first and crucial step in closing this gap. The children minds are trained to think as a group and develop the sense of caring for others rather than thinking only of themselves. They develop a sense of interdependence among themselves (Banks, Cultural diversity and education., 2013). Moreover, the teacher should try to help the needy and helpless not forgetting those with minor or weak backgrounds. Finally, the teacher should teach the children top share and appreciate success as a group. Just like a team, these kids should work on individual success as well as collective success and share the success together.
Banks, J. A. (2013). Cultural diversity and education. Routledge.
Banks, J. A. (2007). Diversity and citizenship education: Global perspectives. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
Kottak, C. P. (2011). Cultural anthropology: Appreciating cultural diversity. . McGraw-Hill.